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      Analysis of entrepreneurship education in colleges and based on improved decision tree algorithm and fuzzy mathematics

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          Abstract

          In order to improve the performance of entrepreneurship and innovation education in colleges and universities, this study attempts to build an evaluation system and model of innovation and entrepreneurship in colleges and universities to provide a complete and practical tool for government education authorities and universities to evaluate the implementation of innovation and entrepreneurship education. In this research, decision tree and fuzzy mathematics are used as the basis of the model algorithm, and the algorithm is improved based on the analysis of traditional algorithms. Moreover, based on the improved decision tree algorithm, an evaluation index system for university innovation and entrepreneurship education is constructed. After determining the evaluation indicators of innovation and entrepreneurship education in colleges and universities, this study uses several universities as examples to analyze and define the definitions of various indicators. In addition, this study statistically analyzes the results of entrepreneurship and innovation education in colleges and universities through simulation. The research shows that the model proposed in this paper has a certain practical effect, and based on the simulation results, this study makes several suggestions.

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          The Effect of Health Belief Model-Based Education on Knowledge and Prostate Cancer Screening Behaviors: A Randomized Controlled Trial

          Maryam Zare, Fariba Ghodsbin, Iran Jahanbin … (2016)
          Background: Prostate cancer has been reported as the second leading cause of cancer death among men in 2013. Prevention and early detection of cancer are considered as critical factors in controlling the disease and increasing the survival of patients. Therefore, we aimed to investigate the effect of Health Belief Model (HBM)-based education on knowledge and prostate cancer screening behaviors in a randomized controlled trial. Methods: This study was a non-blinded randomized controlled trial. We enrolled 210 men aged 50-70. Balanced block randomization method was used to randomize the final participants who had inclusion criteria into intervention (n=93) and control (n=87) groups. The participants of the intervention group attended training workshops based on HBM. Data were collected using three questionnaires, i.e. demographic questionnaire, Prostate Cancer Screening-Health Belief Model Scale (PCS-HBMS), and the Knowledge about Prostate Cancer Screening questionnaire, all given before and immediately one month after the intervention. Results: The mean scores of the perceived susceptibility, severity, barriers and benefits increased significantly after the intervention (P>0.05) in the intervention group. In the control group, such a difference was reported only for perceived susceptibility (P>0.05). The rate of participation in prostate cancer screening in the intervention group increased from 7.5% to 24% and 43.3% one month and three months after the intervention, respectively. Conclusion: Our findings showed that the health education programs designed based on HBM could positively affect prostate cancer preventive behaviors of individuals by improving their knowledge level and leaving positive effects on perceived susceptibility and severity as well as considering the perceived barriers, benefits and health motivations. Trial Registration Number: IRCT2013090911691N3
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            Increasing physical activity levels in primary school physical education: The SHARP Principles Model

            Emma Powell, Lorayne A. Woodfield, Alan M. Nevill (2015)
            Objectives: To evaluate the effectiveness of a one-year teaching intervention to increase moderate to vigorous physical activity (MVPA) during primary school physical education (PE). Methods: A quasi-experimental, non-equivalent group design involving four classes from two primary schools in the West Midlands, UK. In March 2014 schools were selected through purposive sampling to match schools in terms of size and demographics (baseline, n = 111: post-intervention, n = 95); data were collected from children in school years 3 and 4 (aged 7 to 9 years). The intervention involved developing teacher effectiveness through the SHARP Principles Model which was grounded in the Self Determination Theory (SDT), the Social Ecological Model (SEM) and three key ingredients from the Behaviour Change Taxonomy (BCT). MVPA was assessed at baseline and four weeks post-intervention using the System for Observing Fitness and Instruction Time (SOFIT). Four individual teacher interviews were conducted with the intervention school, to explore teachers' perceptions of the intervention. Results: A two-way ANOVA (Analysis of Variance) indicated large interaction effect sizes for time spent in MVPA (F(1, 27) = 11.07, p = 0.003, ηp 2 = .316) and vigorous activity (VPA) (F = (1,27) = 8.557, p = .007, ηp 2 = .263). PA in the intervention school increased significantly whereas in the control school MVPA remained relatively constant and VPA decreased. The qualitative findings revealed two main emergent themes: a paradigm shift and teacher's developing pedagogy. Conclusions: The intervention was effective in increasing MVPA in PE. Recommendations based on this evaluation would be for the SHARP Principles Model to be replicated and evaluated on a wider scale across a variety of contexts.
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              A Model for Postdoctoral Education That Promotes Minority and Majority Success in the Biomedical Sciences

              Arri Eisen, Douglas Eaton (2017)
              During science postdoctoral experiences, underrepresented minorities (URMs) disproportionately drop out, and models show interventions to increase URM scientists in academia could be most effective at this time. FIRST fellows, who are 50% URMs and 70% women, are as or more successful than a comparison group, due to their intentional community and explicit training in teaching.
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                Author and article information

                Journal
                Title: Journal of Intelligent & Fuzzy Systems
                Abbreviated Title: IFS
                Publisher: IOS Press
                ISSN (Print): 10641246
                ISSN (Electronic): 18758967
                Publication date Created: February 02 2021
                Publication date (Print): February 02 2021
                Volume: 40
                Issue: 2
                Pages: 2095-2107
                Affiliations
                [1 ]China University of Mining and Technology, Xuzhou, Jiangsu, China
                [2 ]Jiangsu Agri-animal Husbandry Vocational College, Taizhou, China
                Article
                DOI: 10.3233/JIFS-189210
                SO-VID: 44fb4dfc-a89d-402d-955f-c14d3c736c03
                Copyright © © 2021
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